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Education For Transition Acel Ascd Oct07

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The document proposes an alternative framework for K-8 social science education that prepares students for a global society. It suggests shifting from a traditional chronological, regionally-focused framework to one that takes a holistic, "outside-in" perspective focused on universal principles like the oneness of humanity. Sample curriculum goals include recognizing the spiritual nature of humanity in K-1 and understanding concepts like interdependence and a borderless world in later grades. Assessment would emphasize higher-order thinking and personal transformation over specific content knowledge.

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Education for Transition Towards a Global Society: A Fresh Look at K-8 Social Science ACEL/ASCD International Conference New Imagery for Schools and Schooling Robert Siegel Sydney, Australia, October 11, 2007
The Need for a Paradigm Shift Definition of Terms Outside-In Impact of Technology The New Educator/Facilitator Did You Know? The Framework Performance Assessment of Learning
The Need for a Paradigm Shift Here lies the great challenge to contemporary social science: creating and transmitting the knowledge for understanding and coping with a future that remains largely unknown. - Alvin Toffler (1974)
Family Clan Tribe City-State Nation Earth ...Ever-expanding loyalties and sense of wholeness
The emergence of a world community, the consciousness of world citizenship, the founding of a world civilization and cultureshould, by their very nature, be regarded, as far as this planetary life is concerned, as the furthermost limits in the organization of human society. - Shoghi Effendi, Oxford Scholar, 1938
the purposes of education in terms of what sort of person one needs to be to develop sustainable communities and thrive within the new paradigm [is to become] the Possible Human Caine and Caine Education on the Edge of Possibility , 1997
Secular research and references on The Possible Human include: Jean Houstons (1982) notions of the possible human & conscious evolution Peter Senges (1990) set of five disciplines Kohlbergs (1981) stages of moral reasoning Caine and Caines (1997) complex and integrated person
the development of a more complex and integrated person with An inner appreciation of interconnectedness A stronger identity and sense of being A sufficiently large vision and imagination to see how specifics relate to each other
The capacity to flow and deal with paradox and uncertainty, and A capacity to build community and live in relationship with others - Caine and Caine, ibid.
Time to Reflect (2 min.) What questions come to mind considering the educational implications of The Possible Human? What feels right and what seems confusing? What are the barriers for thinking freshly?
Definition of Terms Global Society Age of Transition World Citizenship Global Understanding Unity in Diversity
Outside-In Schools rarely leave students with insights into the nature of the emerging world society with its increasing inter-dependence. The world is still likely to be presented as a series of fragmented units rather than as a whole. - James Becker 1973
Making the transition from the Cartesian paradigm: the belief that for every complex system the behavior of the whole can be understood entirely from the properties of its parts. To the Systems Thinking paradigm: the belief that the properties of the parts can be understood only from the organization of the whole. -Fritjof Capra 1996
The New Educators/Facilitators What might they look like.
1. Deep understanding that humans are not information processors, but rather idea thinkers Fritjof Capra 2. The sage on the stage is dominated by the guide on the side. 3. The facilitator who understands that dialogue joined with systems thinking produces collective learning . Peter Senge
Impact of Technology reality is much more fluid, less predictable, and far more interconnected than we had understood it to be Coming to terms with the fact that we no longer owninformation, and that information is everywhere available in the world of instant access, is critical to genuinely rethinking the nature of the education system and our roles as educators. - Caine and Caine, 1997 from atoms to bytes - W.Daggett Laptop Project-2007
A New Curriculum Framework ethical amoral spiritual areligious theme-based information-based holistic compartmentalized process-based content-based synergistic compounded transformative passive proactive responsive outside-in inside-out One that is As opposed to...
The principle of the Oneness of Humankind ... implies an organic change in the structure of present-day society, a change such as the world has not yet experienced. Shoghi Effendi, Oxford Scholar, 1938
Video presentation* : Did_You_Know_ASCD.mpg Reflect for 2 minutes with your colleagues * 息 2006 http://thefischbowl.blogspot.com/
THE FRAMEWORK
Traditional Social Science Curriculum Chronology ( spatially inside out ) K Self, School, Community, Home 1 Families 2 Neighborhoods 3 Communities 4 State history/geographic regions 5 U.S. History 6 World cultures/western hemisphere 7 World history/cultures/geography 8 U.S. History 9 Civics/government/ or world culture/history 10 World Cultures/history
Traditional Social Science Curriculum Frameworks in USA... While based on ten themes, contain these disciplines as domains : US History World History Geography Civics and Government Economy
There is remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. TIME Magazine, December 18, 2006
Australian NSW Board of Studies an attempt to think freshly Human Society & Its Environment Four strands of knowledge and understanding: Change and Continuity Cultures Environments Social Systems and Structures Global = 61 times. International = 13 times. Interconnected = 9 times.
Approaches and Endeavors: Global Engineering Education Exchange E 3 - higher ed Institute of International Education (IIE) secondary ed International Baccalaureate (IB) Global Education Model (GEM) Universal Values Global Understanding Excellence in All Things Service to Humanity
Partnership for 21 st Century Skills* Interdisciplinary Themes in addition to core subjects: Global Awareness Financial, Economic, Business & Entrepreneurial Literacy Civic Literacy Health Literacy * www.21stcenturyskills.org
A New Social Science Curriculum Framework Q: Why Social Science? A: It is the study of the collective human
An Alternative Social Science Framework Is spatially outside in and might contain the following guiding principles : The Oneness of Humankind World Citizenship Unity in Diversity, and Moral decision-making and moral leadership
Might contain the following domains or strands from a systemic view: Humankind Time and Change Earth Skills Services and Resources Transportation and Communication Governance and Citizenship Decision-making An Alternative Social Science Framework
An alternative Social Science Framework (higher level outside-in ) Assumes global foundation from youngest years Recognizes technology has transformed what is developmentally appropriate Combines current research about historical frameworks, 21 st century skills, and service and moral decision-making for responsible civic engagement Becomes fundamentally thematic with a big picture look at the past and higher order projection into the future
Examples of Objectives or Curriculum Goals in this Framework
A New Social Science Curriculum Framework Example: Kindergarten, 1st and 2nd Grade General Objective : Recognize the essential spiritual nature of the human kingdom and its characteristics as compared to the other kingdoms of earthly creation, and that it is precisely this spiritual nature that distinguishes the human kingdom from the animal kingdom.
Example: 3rd and 4th Grade General Objective: Internalize the concept of the oneness of humankind and that the earth is the home of all humankind A New Social Science Curriculum Framework
A New Social Science Curriculum Framework Example: 5th grade General Objective: Internalize the concept of universal cycles in history and our current transition toward humanitys coming of age and a new universal cycle.
A New Social Science Curriculum Framework Example: 6th grade General Objective: Understand the concept of a borderless world and the progressively related meanings of dependence, independence and interdependence.
A New Social Science Curriculum Framework Example: 8th grade General Objective: Understand the significance of the phrase new world order , appreciate its emergence on the planet and value its importance as the latest stage in the development of humanity on earth.
Lastly, Assessment of Learning Minimum Content Specific Maximum Process and Principle Higher order thinking skills such as Analysis, Synthesis and Evaluation Personal Transformation, Service Contribution / Action Plan
Rob, how can we consider, let alone envision, a different Social Science Framework? We will probably never perceive fully the multiple ways in which we influence our reality. But simply being open to the possibility is enough to free our thinking. Peter Senge, 1990
Thanks! Questions?
Education for Transition Towards a Global Society: A Fresh Look at K-8 Social Science ACEL/ASCD International Conference New Imagery for Schools and Schooling For further references and/or a copy of the framework, visit http://21stCenturyEducation.org or send request by email to: [email_address]

More Related Content

Education For Transition Acel Ascd Oct07

  • 1. Education for Transition Towards a Global Society: A Fresh Look at K-8 Social Science ACEL/ASCD International Conference New Imagery for Schools and Schooling Robert Siegel Sydney, Australia, October 11, 2007
  • 2. The Need for a Paradigm Shift Definition of Terms Outside-In Impact of Technology The New Educator/Facilitator Did You Know? The Framework Performance Assessment of Learning
  • 3. The Need for a Paradigm Shift Here lies the great challenge to contemporary social science: creating and transmitting the knowledge for understanding and coping with a future that remains largely unknown. - Alvin Toffler (1974)
  • 4. Family Clan Tribe City-State Nation Earth ...Ever-expanding loyalties and sense of wholeness
  • 5. The emergence of a world community, the consciousness of world citizenship, the founding of a world civilization and cultureshould, by their very nature, be regarded, as far as this planetary life is concerned, as the furthermost limits in the organization of human society. - Shoghi Effendi, Oxford Scholar, 1938
  • 6. the purposes of education in terms of what sort of person one needs to be to develop sustainable communities and thrive within the new paradigm [is to become] the Possible Human Caine and Caine Education on the Edge of Possibility , 1997
  • 7. Secular research and references on The Possible Human include: Jean Houstons (1982) notions of the possible human & conscious evolution Peter Senges (1990) set of five disciplines Kohlbergs (1981) stages of moral reasoning Caine and Caines (1997) complex and integrated person
  • 8. the development of a more complex and integrated person with An inner appreciation of interconnectedness A stronger identity and sense of being A sufficiently large vision and imagination to see how specifics relate to each other
  • 9. The capacity to flow and deal with paradox and uncertainty, and A capacity to build community and live in relationship with others - Caine and Caine, ibid.
  • 10. Time to Reflect (2 min.) What questions come to mind considering the educational implications of The Possible Human? What feels right and what seems confusing? What are the barriers for thinking freshly?
  • 11. Definition of Terms Global Society Age of Transition World Citizenship Global Understanding Unity in Diversity
  • 12. Outside-In Schools rarely leave students with insights into the nature of the emerging world society with its increasing inter-dependence. The world is still likely to be presented as a series of fragmented units rather than as a whole. - James Becker 1973
  • 13. Making the transition from the Cartesian paradigm: the belief that for every complex system the behavior of the whole can be understood entirely from the properties of its parts. To the Systems Thinking paradigm: the belief that the properties of the parts can be understood only from the organization of the whole. -Fritjof Capra 1996
  • 14. The New Educators/Facilitators What might they look like.
  • 15. 1. Deep understanding that humans are not information processors, but rather idea thinkers Fritjof Capra 2. The sage on the stage is dominated by the guide on the side. 3. The facilitator who understands that dialogue joined with systems thinking produces collective learning . Peter Senge
  • 16. Impact of Technology reality is much more fluid, less predictable, and far more interconnected than we had understood it to be Coming to terms with the fact that we no longer owninformation, and that information is everywhere available in the world of instant access, is critical to genuinely rethinking the nature of the education system and our roles as educators. - Caine and Caine, 1997 from atoms to bytes - W.Daggett Laptop Project-2007
  • 17. A New Curriculum Framework ethical amoral spiritual areligious theme-based information-based holistic compartmentalized process-based content-based synergistic compounded transformative passive proactive responsive outside-in inside-out One that is As opposed to...
  • 18. The principle of the Oneness of Humankind ... implies an organic change in the structure of present-day society, a change such as the world has not yet experienced. Shoghi Effendi, Oxford Scholar, 1938
  • 19. Video presentation* : Did_You_Know_ASCD.mpg Reflect for 2 minutes with your colleagues * 息 2006 http://thefischbowl.blogspot.com/
  • 21. Traditional Social Science Curriculum Chronology ( spatially inside out ) K Self, School, Community, Home 1 Families 2 Neighborhoods 3 Communities 4 State history/geographic regions 5 U.S. History 6 World cultures/western hemisphere 7 World history/cultures/geography 8 U.S. History 9 Civics/government/ or world culture/history 10 World Cultures/history
  • 22. Traditional Social Science Curriculum Frameworks in USA... While based on ten themes, contain these disciplines as domains : US History World History Geography Civics and Government Economy
  • 23. There is remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. TIME Magazine, December 18, 2006
  • 24. Australian NSW Board of Studies an attempt to think freshly Human Society & Its Environment Four strands of knowledge and understanding: Change and Continuity Cultures Environments Social Systems and Structures Global = 61 times. International = 13 times. Interconnected = 9 times.
  • 25. Approaches and Endeavors: Global Engineering Education Exchange E 3 - higher ed Institute of International Education (IIE) secondary ed International Baccalaureate (IB) Global Education Model (GEM) Universal Values Global Understanding Excellence in All Things Service to Humanity
  • 26. Partnership for 21 st Century Skills* Interdisciplinary Themes in addition to core subjects: Global Awareness Financial, Economic, Business & Entrepreneurial Literacy Civic Literacy Health Literacy * www.21stcenturyskills.org
  • 27. A New Social Science Curriculum Framework Q: Why Social Science? A: It is the study of the collective human
  • 28. An Alternative Social Science Framework Is spatially outside in and might contain the following guiding principles : The Oneness of Humankind World Citizenship Unity in Diversity, and Moral decision-making and moral leadership
  • 29. Might contain the following domains or strands from a systemic view: Humankind Time and Change Earth Skills Services and Resources Transportation and Communication Governance and Citizenship Decision-making An Alternative Social Science Framework
  • 30. An alternative Social Science Framework (higher level outside-in ) Assumes global foundation from youngest years Recognizes technology has transformed what is developmentally appropriate Combines current research about historical frameworks, 21 st century skills, and service and moral decision-making for responsible civic engagement Becomes fundamentally thematic with a big picture look at the past and higher order projection into the future
  • 31. Examples of Objectives or Curriculum Goals in this Framework
  • 32. A New Social Science Curriculum Framework Example: Kindergarten, 1st and 2nd Grade General Objective : Recognize the essential spiritual nature of the human kingdom and its characteristics as compared to the other kingdoms of earthly creation, and that it is precisely this spiritual nature that distinguishes the human kingdom from the animal kingdom.
  • 33. Example: 3rd and 4th Grade General Objective: Internalize the concept of the oneness of humankind and that the earth is the home of all humankind A New Social Science Curriculum Framework
  • 34. A New Social Science Curriculum Framework Example: 5th grade General Objective: Internalize the concept of universal cycles in history and our current transition toward humanitys coming of age and a new universal cycle.
  • 35. A New Social Science Curriculum Framework Example: 6th grade General Objective: Understand the concept of a borderless world and the progressively related meanings of dependence, independence and interdependence.
  • 36. A New Social Science Curriculum Framework Example: 8th grade General Objective: Understand the significance of the phrase new world order , appreciate its emergence on the planet and value its importance as the latest stage in the development of humanity on earth.
  • 37. Lastly, Assessment of Learning Minimum Content Specific Maximum Process and Principle Higher order thinking skills such as Analysis, Synthesis and Evaluation Personal Transformation, Service Contribution / Action Plan
  • 38. Rob, how can we consider, let alone envision, a different Social Science Framework? We will probably never perceive fully the multiple ways in which we influence our reality. But simply being open to the possibility is enough to free our thinking. Peter Senge, 1990
  • 40. Education for Transition Towards a Global Society: A Fresh Look at K-8 Social Science ACEL/ASCD International Conference New Imagery for Schools and Schooling For further references and/or a copy of the framework, visit http://21stCenturyEducation.org or send request by email to: [email_address]